Genetically primary memory. Psychology and pedagogy

Genetically, primary memory makes itself felt in the form of impressions, unclear images. So, in most cases, a child in the mother’s womb sees dreams, which are a manifestation of the memory of his family. As a result of watching such dreams, the child’s brain, as if watching, learns.

Remember even the fact that babies are good swimmers from birth, but soon lose this skill. Until the age of 2, children retain this genetic memory. It is difficult for adults to see this type of memory because consciousness prevents this; it seeks to protect us, our psyche from split personality. Genetic memory was studied by Carl Jung and psychology classified it as part of the “collective unconscious.”

Psychology. Representation. Imagination. Memory. Self-test

He believed that the experience of each person is not erased after his death, but rather accumulates in genetic memory. Each person has this unusual memory and it is worth remembering that our life experiences will be passed on from generation to generation.

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All living beings have memory. Therefore memory is necessary condition unity human psyche, our psychological identity. Most psychologists recognize the existence of several levels of memory, differing in how long each level can retain information.

Discovering how our sensory memory works is not difficult. There is a clear and compelling difference between memory for events that have just happened and for events in the distant past. Short-term memory: “What were the last words of the previous sentence?”

Introducing new material into long-term memory and subsequently reproducing it requires significant effort. In accordance with the type of material being remembered, the following four types of memory are distinguished. Depending on which analyzer received greatest participation in the formation of an image, we can talk about five subtypes of figurative memory: visual, auditory, tactile, olfactory and gustatory. Almost simultaneously with the motor one, it is formed emotional memory, which is a recording of the feelings we have experienced, our own emotional states and affects.

There are three main processes, the synthesis of which forms memory as a holistic functional education psyche. Complex information, not causing strong emotional reactions, will not stay in memory for long. In principle, the memory of each person is selective, especially noticeable during involuntary memorization.

Most memory problems are not related to difficulties remembering, but rather to recall. This phenomenon is called Ribot's law, the law of reversal of memory. Violation of emotional balance, feelings of uncertainty and anxiety set the thematic focus of the hyperfunction of memory, which in these cases takes the form of intrusive memories.

It is almost impossible to expel such memories: they return again and again, causing us to feel shame and remorse (“memory of conscience”). People quickly lose memory associated with the rules of complex mental actions, complex assessments, the most stable manner of behavior, gait, etc.

Memory easily becomes a slave to human passions, prejudices and inclinations. In general, the problem of the localization of mental functions in the brain (and without solving it it is difficult to answer the question about the essence of memory) is still largely unresolved. But, to everyone’s surprise, until very recently it was necessary to acknowledge the fact that not only animals, but also people can endure extensive brain damage without obvious memory impairment.

Memory is based on associations or connections. Objects or phenomena connected in reality are also connected in human memory

Memory connects a subject’s past with his present and future and is the most important cognitive function underlying development and learning. Memory is the basis mental activity. Therefore, to better understand a person, it is necessary to know as much as possible about our memory.

Memory representations are a reproduction, more or less accurate, of objects or phenomena that once acted on our senses. 1. Involuntary memory (information is remembered by itself without special memorization, but in the course of performing an activity, in the course of working on information).

To familiarize yourself with the conditions for performing tests and placing an order, go to the “Test Solution” section. It is located deep in the subconscious of every person, in the area of ​​sensations. The “right of the first night” has always been valued; the wife had to be “pure” and chaste.

The first level corresponds to the immediate or sensory type of memory

Many of us have had to deal with the phenomenon of restless sleep. And it’s one thing when a person simply tosses and turns in his sleep. It’s another matter when, without leaving a sleepy state, he begins to speak. Why does this happen, and how do psychologists interpret this phenomenon? We decided to look into this problem. One of the most common topics of discussion is color dreams. We have to find out who dreams about them and why.

Flared with new strength the feelings between Chloe Moretz and Brooklyn Beckham could not help but interest journalists. Everything that happens in our psyche, in a sense, remains in it. Two reliable stories that have become classic in psychology can be cited as examples.

A man who was hypnotized in a pharmacy correctly reproduced hundreds of inscriptions on medicine packages by heart, although he had nothing to do with medicine. Its systems hold fairly accurate and complete data about how the world is perceived by our senses at the receptor level.

Human memory is, first of all, the accumulation, consolidation, preservation and subsequent reproduction by a person of his experience, that is, of everything that happened to him. The basic processes of memory are memorization, storage, recognition and reproduction. This is true most of all in relation to semantic memory for information received in adulthood. This shows how closely memory is related to imagination, fantasy, and what is sometimes called psychological reality.

1. Sensory memory

b) lasts less than one second;

c) lies, in particular, at the basis of sequential images.

G) All answers are correct.
2. Short-term memory

a) lasts up to two minutes;

b) has a capacity not exceeding 11 elements;

c) allows you to remember a phone number for a long time.

G) All answers are incorrect.
3. Long-term memory

a) has limited capacity;

b) has an almost unlimited duration;

c) more developed in older people.

d) All answers are correct.
4. The principle of coding specificity concerns

A) the context in which encoding is carried out;

b) motivation of the subject;

d) the time required to integrate the material.
5. As Zeigarnik showed, we remember some work better if it

a) was completed;

b) remained unfinished;

c) was deliberately terminated;

d) led to a reward.

Tests on the topic

a) Gestalt psychology

c) behaviorism

d) cognitive psychology

2. The direction in psychology, which, as the primary “memory factors,” puts forward certain holistic “psychological structures” that cannot be reduced to the sum of its constituent parts, is known as:

a) activity theory of memory

b) associative theory of memory

c) Gestalt theory

G) psychoanalytic theory memory

3. The memory of one’s memory is called:

a) RAM

b) metamemory

c) autobiographical memory

d) RAM

4. Indirect and direct memory differ in:

a) leading analyzer

c) the degree of activity of the subject

d) types of activities

5. Genetically primary is considered:

a) motor memory

b) figurative memory

c) emotional memory

d) verbal memory

6. The type of memory in which the feelings experienced by a person are primarily stored and reproduced is known as ____ memory.

a) visual-figurative

b) phenomenal

c) emotional

d) verbal-logical

7. Memory associated with remembering the form of the material and based on repeating the material without understanding it is called:

a) long-term

b) emotional

c) arbitrary

d) mechanical

8. The strength of memorization is determined by what (-o);

a) the degree of participation of the relevant material in the further activities of the subject

b) the significance of the relevant material for achieving upcoming goals

c) the emotional state of the subject

d) all answers are correct

9. Individual characteristics of memory are expressed in different memorization.

a) speed

b) strength

precisely

d) all answers are correct

10. The characteristics of memorizing this or that material are determined by the ____ activity of the individual,

a) motives

b) goals

c) ways

d) all answers are correct

TOPIC 6. THINKING AS A PROCESS. EXPERIMENTAL STUDIES OF THINKING

1. 
   Concept of thinking. The difference between thinking and direct sensory knowledge
2. 
   Main phases of the thought process
3. 
   Basic mental operations
4. 
   Forms of thinking
5. 
   Types of thinking
6. 
   Development of thinking in ontogenesis
7. 
   Theoretical and empirical approaches to the study of thinking
8. 
   Ways to activate thinking

Thinking constitutes the rational, highest level of cognition. Pay attention to the characteristics that determine high level thinking: indirectness, generalization. The indirect nature is revealed in the possibility of cognition without sensory perception, thanks to existing knowledge, as a result of analysis, comparison, and generalization. Analyzing and comparing individual observations, relying on the results of past experience, a person, in the process of thinking, finds commonality in individual objects.

When analyzing thinking, it makes sense to accurately determine the essence of this process. Thinking is, first of all, a process carried out through thought processes: analysis, comparison, abstraction, etc. And the success of solving the problem will depend on how effectively these operations are carried out. The results of thinking are thoughts that exist in the form of concepts, judgments, conclusions, and ideas.

When determining the solution methods, it is important to pay attention to their effectiveness: “random search”, “rational search”, “systematic search”; passive use of algorithms, heuristic solutions. The choice of method is determined both by the nature of the tasks and personal characteristics cognitive activity: independence, originality, breadth of mind, logic, depth of mind. Personal characteristics of mental activity are also revealed when characterizing the types of thinking: figurative, practical; creative or recreative; critical, etc.

Undoubtedly, important point, which should be noted that thinking is closely related to speech.

When preparing questions, pay attention to the works of J. Godefroy, Lindsay G., Hull K.; Krecha D. et al.; Lévy-Bruhl L., Goldstein K.; Vygotsky L.S. and Sakharova L.S.

Test 13. Memory

1. First in history European culture a work on the psychology of memory was:

a) Aristotle’s treatise;

b) Galen’s classic work “On the Parts of the Human Body”;

c) treatise of Socrates;

d) Plato's treatise.

2. The block model of information processing was developed within the framework of:

a) Gestalt psychology;

b) associative psychology;

c) behaviorism;

d) cognitive psychology.

3. Neuropsychological memory problems in national science studied:

a) V.M. Bekhterev;

b) A.R. Luria;

c) P.I. Zinchenko;

d) L.S. Vygotsky.

4. Consistent application of the activity principle in the study of memory processes is typical for research:

a) B.G. Ananyeva;

b) A.V. Zaporozhets;

c) P.I. Zinchenko;

d) S.L. Rubinstein.

5. A supporter of the associative direction in the psychology of memory was:

a B C. Zeigarnik;

b) G. Ebbinghaus;

c) G. Muller;

d) A.N. Leontyev.

6. Unlike other representatives of Gestalt psychology, he emphasized the role of the needs and intentions of the subject in memory processes:

a) W. Koehler;

b) K. Koffka;

c) M. Wertheimer;

d) K. Levin.

7. A direction in psychology that puts forward some holistic factors as primary factors of memory psychological structures, irreducible to the sum of its constituent parts, is known as:

a) activity theory of memory;

b) associative theory of memory;

c) Gestalt theory;

d) psychoanalytic theory of memory.

8. The pioneer in the experimental study of semantic memory was:

a) G. Muller;

b) A. Pelzeker;

c) E. Meiman;

d) E. Kraepelin.

9. The true art of memory is the art of attention according to the words:

a) D. Norman;

b) S. Johnson;

c) G. Ebbinghaus;

d) A. Binet.

10. As a result of the improvement of the method of free associations, a new type of associative experiment - the method of forced associations - was introduced:

a) K. Jung;

b) J. Piaget;

c) P. Janet;

d) W. Wundt.

11. New method studying memory (guessing method) was introduced:

a) W. Wundt and S. Hall;

b) G. Ebbinghaus and E. Kraepelin;

c) G. Müller and A. Pelzecker;

d) E. Meyman and F. Schumann.

12. Representation of information in the sensory register is:

a) trace of sensory influence;

b) mainly semantic memory;

c) acoustic or articulatory, possibly visual and semantic, memory;

d) mainly logical memory.

13. The memory of one’s memory is called:

a) RAM;

b) metamemory;

c) autobiographical memory;

d) short-term memory.

14. The basis for the division of memory into motor, emotional, figurative and verbal is:

a) leading analyzer;

b) subject of reflection;

c) the activity of the subject;

d) type of activity.

15. Indirect and direct memory differ:

a) by the leading analyzer;

b) on the use of aids in the process of memorization;

c) according to the degree of activity of the subject;

d) by type of activity.

16. Memory is considered genetically primary:

a) motor;

b) figurative;

c) emotional;

d) verbal.

17. The highest type of memory is memory:

a) motor;

b) figurative;

c) emotional;

d) verbal.

18. The type of memory based on the establishment of semantic connections in the memorized material is called memory:

a) mechanical;

b) logical;

c) emotional;

d) auditory.

19. The type of memory in which a person remembers visual images, colors, faces, etc. especially well is memory:

a) eidetic;

b) visual-figurative;

c) phenomenal;

d) emotional.

20. The type of memory in which the feelings experienced by a person are primarily preserved and reproduced is known as memory:

a) visual-figurative;

b) phenomenal;

c) emotional;

d) verbal-logical.

21. Type visual memory, which retains a vivid image for a long time with all the details of what was perceived, is memory:

a) eidetic;

b) visual-figurative;

c) emotional;

d) verbal-logical.

22. Memory based on repetition of material without understanding it is called:

a) long-term;

b) emotional;

c) arbitrary;

d) mechanical.

23. Sensory memory:

a) long;

b) underlies individual images;

c) multi-level;

d) acts at the receptor level.

24. Within a quarter of a second the memory functions:

a) sensory;

b) short-term;

c) long-term;

d) operational.

25. Type of memory, including the processes of remembering, storing and reproducing information processed during the execution of an action and necessary only to achieve the goal of this action, is called memory:

a) operational;

b) iconic;

c) short-term;

d) echonic.

26. Random access memory as a variant of short-term memory is considered from a certain angle by:

a) B.G. Ananyev;

b) S.L. Rubinstein;

c) A.N. Leontyev;

d) M.S. Rogovin.

27. Model random access memory developed(s):

a) A. Baddeley and A. Hitch;

b) R. Atkinson and M. Shiffrin;

c) J. Guilford;

d) J. Sperling.

28. The main characteristics of RAM are:

a) short-term preservation;

b) actions at the receptor level;

c) instability to interference;

d) lability.

29. W. Neisser introduced the concept into scientific circulation:

a) echonic memory;

b) RAM;

c) autobiographical memory;

d) metamemory.

30. Structure of long-term memory:

a) associative;

b) non-associative;

c) illogical;

d) is not clear.

31. An early genetic form of memory is memorization:

a) involuntary;

b) arbitrary;

c) post-voluntary;

d) operational.

32. The relationship between direct and indirect memorization in the process of development was studied by:

a) A.A. Smirnov;

b) A.R. Luria;

c) A.N. Leontyev;

d) V.P. Zinchenko.

33. A graphic reflection of the relationship between direct and indirect memorization in the process of development has the form:

a) trapezoid;

b) parallelogram of development;

c) development square;

d) triangle.

34. For the productivity of involuntary memorization, the place that this material occupies in the activity is important, as studies have shown:

a) P.I. Zinchenko;

b) A.A. Smirnova;

c) A.N. Leontyev;

a) P. Janet;

b) D. Norman;

c) G. Ebbinghaus;

d) A. Baddeley.

36. Number of reproduced or recognized elements of a series in absolute numbers or as a percentage of the total volume of the presented stimulus material is called the coefficient:

a) memorization;

b) accuracy of memorization;

c) errors;

d) forgetting.

37. The number of repetitions required for the first error-free reproduction of all elements of a series in any order serves as an indicator:

a) mobilization readiness;

b) memory capacity;

c) memorization;

d) forgetting.

38. The strength of memorization does not depend on:

a) on the degree of participation of the relevant material in the further activities of the subject;

b) on the significance of the relevant material for achieving future goals;

c) on the emotional state of the subject;

d) on the amount of memory.

39. Individual characteristics of memory are not expressed in such properties as:

a) speed;

b) strength;

c) accuracy;

d) intensity.

40. It has been established that material is remembered better if it:

a) is included in the conditions for achieving the goal;

b) is included in the content of the main goal of the activity;

c) is included in the ways of achieving the goal;

d) presented in a free manner.

41. That the amount of memory does not depend on the amount of information in a single symbol, but is determined by the length of a series of presented symbols, showed:

a) F. Bartlett;

b) J. Miller;

c) D. Rumelhart;

d) A. Baddeley.

42. The importance of structuring material for memorization was emphasized by representatives:

a) psychoanalysis;

b) Gestalt psychology;

c) behaviorism;

d) associationism.

43. The characteristics of memorizing this or that material are not determined:

a) the motives of the individual’s activity;

b) the goals of the individual’s activity;

c) ways of personal activity;

G) gender differences subjects.

44. The dynamics of the processes of memorizing and forgetting material of different volumes and contents can be studied using the following method:

a) successful answers;

b) anticipation;

c) memorization;

d) retaining traces of a row.

45. The double stimulation method was developed by:

a) V.P. Zinchenko;

b) A.R. Luria and A.N. Leontyev;

c) S.L. Rubinstein;

d) B.G. Ananyev.

46. ​​The following method is not used to study indirect memorization:

a) paired associations;

b) pictograms;

c) double stimulation;

d) meaningless syllables.

47. The positional dependence of memorization productivity has the form:

a) U-shaped type;

b) inverted U-shaped type;

c) monotonically increasing;

d) monotonically decreasing.

48. The basis for dividing memory into involuntary and voluntary is:

a) leading analyzer;

b) subject of reflection;

c) the activity of the subject;

d) type of activity.

49. The capacity of long-term memory and the duration of information storage do not depend on:

a) the importance of the material being remembered;

b) on the nature of the material;

c) from previous experience;

50. The amount of information stored in short-term memory:

a) 7 ±2;

b) unlimited;

c) the limit is unknown;

d) on average 10.

51. “Input” of information into long-term memory is carried out through:

a) pre-attention mechanisms;

b) attention;

c) speaking;

d) iconic memory.

52. Connections between mental phenomena, in which the actualization of one of them entails the appearance of another, are called:

a) accommodations;

b) associations;

c) assimilation;

d) accentuations.

53. The concept of “association” was introduced into scientific terminology by:

a) G. Leibniz;

b) B. Spinoza;

c) R. Descartes;

d) J. Locke.

54. Two phenomena related in time or space are united by an association:

a) by contiguity;

b) by speed;

c) by contrast;

d) by meaning.

55. Two opposite phenomena are connected by an association:

a) by contiguity;

b) by speed;

c) by contrast;

d) by meaning.

56. Determination of the time of associative processes and the content of associations concerned the answers:

a) S. Hall;

b) F. Galton;

c) G. Muller;

d) G. Ebbinghaus.

57. Forgetting factors include:

a) age of the subject;

b) failure to use the learned material;

c) the nature of the material;

G) gender characteristics subject.

58. The fact that unfinished actions are remembered better expresses the effect:

a) halo;

b) placebo;

c) B.V. Zeigarnik;

d) recency.

59. The choice of objective means of controlling the effect of repetition on the strength of associations represents the main problem in the study of memory for:

a) G. Ebbinghaus;

b) F. Galton;

c) G. Muller;

d) E. Meiman.

60. In a rare experiment in the study of memory, the researcher deals with:

a) with the activity of assimilation or memorization;

b) with an interval between assimilation and reproduction (or recognition);

c) with the activity of reproduction (or recognition);

d) with gender differences of subjects.

61. G. Ebbinghaus did not study the effect on memorization:

a) the amount of material to be remembered;

b) number of repetitions;

c) proximity and direction of associative connections;

d) the nature of the activity.

62. The retention of material depends on the process of memorization:

a) completeness only;

b) accuracy only;

c) only strength;

d) completeness, accuracy and strength.

63. The criterion for storing information in memory is(are):

a) speed of memorization;

b) erudition of the subject;

c) education of the subject;

d) reproduction and recognition.

64. The storage and subsequent reproduction of information is not affected by:

a) a type of activity intermediate between memorization and reproduction;

b) temporal localization in the interval between learning and reproduction;

c) the degree of initial memorization;

d) speed of speaking the material when memorizing.

a) M. Shiffrin;

b) R. Atkinson;

c) G. Ebbinghaus;

d) E. Meiman.

66. The interaction of newly perceived information with previously known information can lead to an increase in the number of errors when memorizing as a result of:

b) interference of memory traces;

c) internalization of memory traces;

d) exteriorization of memory traces.

67. The phenomenon of spontaneous improvement in memorization performance after a certain time after the end of memorization is called:

a) reminiscence;

b) interference;

c) internalization;

d) exteriorization.

68. Retroactive and proactive interference differ depending on:

a) on the sequence of the memorized and interfering material;

b) on the nature of the interfering material;

c) on the sequence of the material being learned;

d) on the method of learning the material.

69. The negative influence of activities preceding memorization is called:

a) reactive braking;

b) proactive braking;

c) interference;

d) reminiscence.

70. Retroactive interference:

a) is not related to events that occurred before memorizing this material;

b) does not increase if the materials are very different;

c) does not form the basis of positive transfer during learning;

d) does not affect memorization if the material is emotionally charged.

71. Interference promotes memorization:

a) proactive;

b) retroactive;

c) promising;

d) all answers are correct.

72. Proactive interference increases:

a) with an increase in the degree of memorization of interfering material;

b) with an increase in the volume of interfering material;

c) with an increase in the degree of similarity between the memorized and interfering material;

d) with a decrease in the degree of similarity between the memorized and interfering material.

73. Reproduction of several elements of material after a delay filled with an interfering task is the essence of the method:

a) Brown - Peterson;

b) savings;

c) anticipation;

d) memorization.

74. Fixing the number of elements correctly reproduced after each presentation allows you to construct a graph:

a) memorization;

b) forgetting;

c) frequency of reproduction of each stimulus for all presentations;

d) dependence of reproduction on the characteristics of the emotional sphere of the individual.

75. The idea that forgetting is a natural consequence of the gradual extinction of traces is not shared by:

a) G. Ebbinghaus;

b) A. Brown;

c) K. Conrad;

a) G. Muller, A. Pelzecker;

b) A. Brown, K. Conrad;

c) G. Ebbinghaus;

d) P. Lindley.

77. Forgetting usually proceeds as a process:

a) arbitrary;

b) involuntary;

c) post-voluntary;

d) predictable.

78. The rate of forgetting material does not depend on:

a) on its volume;

c) from the similarity of the memorized and interfering material;

d) from the subject’s motives for forgetting.

79. Graph of the dependence of forgetting logically homogeneous information from the moment of its complete assimilation called a curve:

a) forgetting Ebbinghaus;

b) distribution;

c) assimilation;

d) memorization.

80. Re-excitation (revival) of traces of previously formed nerve connections by such stimuli that are directly or indirectly related to what is being reproduced is the physiological basis of the process:

a) memorization;

b) conservation;

c) reproduction;

d) associations.

81. Reconstruction does not appear during playback:

a) in the selection of main and elimination of secondary material;

b) in generalizing and introducing new content;

c) changing the sequence of presentation;

d) in reproduction as close as possible to the memorized material.

82. Recognition is reproduction:

a) primary;

b) secondary;

c) tertiary;

d) completely new.

83. Indicate which of these statements regarding individual characteristics of memory is false. These features:

a) to a certain extent are associated with differences in the strength of excitation and inhibition of nervous processes;

b) to a certain extent associated with differences in the degree of balance of nervous processes;

c) to a certain extent associated with differences in the degree of mobility of nervous processes;

d) are not provided with a physiological substrate.

84. The so-called edge factor has the form of dependence:

a) monotonically increasing;

b) monotonically decreasing;

c) nonlinear U-shaped type;

d) inverted U-shaped.

85. Recognition of a perceived object as already known from past experience is:

a) recall;

b) recognition;

c) presentation;

d) reminiscence.

86. A visual image of an object or phenomenon, arising on the basis of past experience by reproducing it in memory, is recorded as:

a) recall;

b) recognition;

c) presentation;

d) reminiscence.

87. Conscious reproduction, associated with overcoming certain difficulties and requiring effort and diligence, is:

a) recall;

b) recognition;

c) presentation;

d) reminiscence.

88. The Ebbinghaus forgetting curve has the form of a dependence:

a) monotonically decreasing;

b) monotonically increasing;

c) inverted U-shaped;

d) complex quasiperiodic.

89. Memorization based on the establishment of semantic connections in the memorized material is characteristic of... memory.
a) mechanical;
b) logical;
c) indirect;
d) verbal.

90. Memorizing material by repeating it without comprehension is called...
a) direct;
b) indirect;
c) arbitrary;
d) mechanical;
d) short-term.

91. Memorization, preservation and reproduction of information processed during the performance of a certain action and necessary only to achieve the goal of this action is provided by ... memory.
a) arbitrary;
b) operational;
c) short-term;
d) direct.

92. Genetically primary is ... memorization.
a) involuntary;
b) arbitrary;
c) indirect;
d) post-voluntary.

93. The strength of memorization does not depend on...
a) presence of interest;
b) the significance of the memorized material for achieving future goals;
c) the emotional state of the subject;
d) the volume of short-term memory.

94. Classification of memory into involuntary and voluntary is carried out in accordance with (with) ...
a) the degree of meaningfulness of the material;
b) the subject of reflection;
c) the duration of storage of the material.
d) There is no correct answer.

95. The duration of information storage in long-term memory does not depend
from...
a) the significance of the memorized material;
b) the nature of the material;
c) on the nature of the activity preceding the memorization process;
d) on the volume of short-term memory.

96. Short-term memory capacity...
a) is 7 ± 2;
b) unlimited;
c) varies depending on gender.
d) The limit is unknown.

97. The speed of forgetting material is affected by...
a) the degree of meaningfulness of the material;
b) frequency of use of memorized material;
c) setting to remember.
d) All answers are correct.
e) All answers are incorrect.

98. The process of memorization determines ... the preservation of material.
a) completeness;
b) accuracy;
c) strength.
d) All answers are correct.
e) All answers are incorrect.

100. The interaction of memorized information with previously memorized information can
lead to an increase in the number of errors during playback as a result...
a) reminiscence of memory traces;
b) interference;
c) fatigue;
d) decreased concentration.

101. Forgetting is... a process.
a) arbitrary;
b) involuntary;
c) controlled;
d) post-voluntary.

102. The speed of forgetting material does not depend on...
a) its contents;
b) degree of awareness;
c) the subject has motives to forget.
d) There is no correct answer.

103. A form of reproduction based on the recognition of a perceived object as already known from past experience is ...
a) memory;
b) recognition;
c) presentation;
d) reminiscence.

104. A visual image of an object or phenomenon that arises on the basis of past experience by reproducing it in memory is called...
a) recall;
b) recognition;
c) presentation;
d) reminiscence.

105. Active form of reproduction, which is characterized by the presence
a consciously set goal, the need to overcome certain difficulties - this is...
a) recall;
b) recognition;
c) presentation;
d) reminiscence.

106. In accordance with the B.V. effect. Zeigarnik, unfinished actions are remembered compared to completed ones
…
and better;
b) worse.
c) There are no differences.
d) It depends on the situation.

107. Subjective factors of memorization efficiency do not include...
a) previous experience;
b) installation;
c) interest;
d) the nature of the material.

108. Techniques for meaningful memorization do not include...
a) drawing up a plan;
b) grouping of material;
c) drawing up diagrams;
d) rhythmization of the material.

109. Concentrated repetition compared to distributed repetition is...
a) more efficient;
b) less effective.
c) The effectiveness is the same, the main thing is the number of repetitions.
d) It depends on the situation.

110. Rapid forgetting of educational material immediately after passing the exam is explained...
a) the effect of the time factor;
b) the presence of a desire to forget;
c) learning new material;
d) the action of the law of installation.

111. Adults have better developed memory...
a) mechanical;
b) logical (semantic);
c) emotional.
d) There are no significant differences.

112. The law of edge describes the fact that information is remembered better when
which is in ... the memorized row.
a) in the middle;
b) the end;
at first;
d) beginning and end.

113. Forgetting occurs most intensively... after memorization.
a) in the first hours;
b) the next day;
c) in a week;
d) in a month.

114. If memorization is followed by work with similar material, then forgetting what has been memorized...
a) increases, happens faster;
b) decreases;
c) decreases if the material is uninteresting.
d) There are no differences.

115. Information memorized before bedtime is remembered better due to the law...
a) installations;
b) edges;
c) repetition;
d) comprehension.

116. K objective factors memory efficiency does not apply...
a) the nature of the material;
b) type of memorization;
c) amount of material;
d) memorization environment.

117. Information is best remembered when it is perceived...
a) when reading;
b) by ear;
c) with the help of sight and hearing;

d) there are no significant differences.
118. The law of comprehension is manifested in the fact that...
a) a person better understands the meaning of what he remembers longer;
b) the material that is meaningful is remembered better;
c) the material whose meaning is important to a person is better remembered;
d) the longer the material is stored in memory, the better it is comprehended.

119. In a study, two groups of students were asked to memorize a story. The first group was given the story with a warning that the survey would be conducted the next day, the second was told that it must be remembered “forever.” In fact, both groups were tested four weeks after learning. Which group of students reproduced the story better?
a) First.
b) Second.
c) First, if the story is interesting.
d) There are no differences.

120. In a study, two groups of students were asked to memorize a story. One group was given the story with a warning that the survey would be conducted the next day, the second was told that it must be remembered “forever.” Students in the second group reproduced the story better. What psychological factor determines this pattern?
a) Law of the region.
b) Law of context.
c) Law of inhibition.
d) Law of installation.

121. How can you strengthen the first impression of the material to better remember it?
a) Send information through several channels (vision, hearing, etc.).
b) Increase the intensity of the message.
c) Increase the speed of presentation.
d) Increase the speed and intensity of the message.

122. For a better understanding of the material in order to improve memorization
need to …
a) draw up a plan;
b) discuss it with someone;
c) draw up its structural and logical diagram.
d) All answers are correct.

123. Better assimilation of material is ensured when a person can
a) reproduce it in the words of the source;
b) reproduce it in your own words;
c) apply it when solving problems.
d) draw up its structural and logical diagram.

124. The image of an object or phenomenon that appears in the absence of this object
(phenomenon), and based on a person’s past experience, is called ...
a) a dream;
b) perception;
c) presentation;
d) association.

125. The similarity between ideas and perception lies in...
a) brightness;
b) lack of emotional coloring;
c) instability;
d) modalities.

126. Between performances different people there are differences... in the image.
a) by brightness;
b) in completeness;
c) by clarity.
d) All answers are correct.
e) All answers are incorrect.

Let's try to understand the concept of “genetic memory” - this is the ability of memory to reproduce moments that cannot be remembered, since the person did not experience them in a real time period. I also call genetic memory “ancestral memory.” It is located in the depths of a person’s everyday memory in the distant subconscious and pops up periodically, causing incomprehensible pictures, sensations and vague feelings.

Many scientists claim that an unborn baby, already in the womb, dreams during pregnancy 60% of the time. Scientists have now proven that the fetus in the mother's womb goes through the entire process evolutionary development, beginning with single cell organism and up to a fully formed little person. A born baby has certain abilities that are recorded through genetic memory. For example, a newborn can float on water for a month after birth; after a month, this skill will be lost if it is not held and developed. Over the entire period of evolution, gene memory accumulates knowledge and transmits it to us. Until the age of two, a child uses genetic memory, and then, as he grows up and accumulates knowledge, it becomes almost inaccessible.

While a person is in a meaningful state, genetic memory is not available to him. Our consciousness blocks its manifestation, otherwise the human psyche would face a “split personality.” This memory manifests itself in unusual situations, such as hypnosis or trance, and sometimes during sleep, when our consciousness loses its vigilance. That is, if our subconscious needs it, it will reproduce genetic information.

Psychologist Carl Jung introduced the concept of the “collective unconscious,” which is stored in the depths of the psyche and is inherent in every person, regardless of accumulated experience. It retains the primary images; the psychologist gave them the name archetype. An archetype is every individual situation that occurs in a person's life. Those moments that are experienced again and again are imprinted in the subconscious not as images filled with meaning, but as a form without a specific meaning. Jung said that archetypes are transmitted through genetics, not through culture. Therefore, we can say that the experience that a person accumulates throughout his life will then be passed on to the next generation and influence it through the subconscious.

According to Jung, there will be significant differences in the collective unconscious depending on biological factors existence of personality. This is proven by an experiment conducted at the University of Chicago by Dr. Daniela Friedman. The experiment involved infants with different skin colors and different races. They were exposed to the same stimuli, but infants with a certain race responded differently from the race of other infants.

According to the experiment, it was concluded that the spiritual world of a person is genetically tuned to specific frequencies that are unique to him. Psychologists and teachers who work with children have also come to this opinion - genetic memory is located inside the collective unconscious. Since it is given to him “as a matter of course,” no special data or effort is needed to assimilate it. But if suddenly, for some reason, memory destruction occurs, then the consequences may not be predictable with a variety of affects. The soul of a child is no longer a blank slate. She selectively feels and is able to react to certain influences in her direction. If actions create dissonance with the collective unconscious, then this leads to such mental trauma as neuroses, psychoses, sleep disturbances, and overexcitability in children.

We can say that the subconscious of the individual carries within itself certain cultural matrices in which the concept of the norm is concentrated. The psyche of children is very receptive to information and actions; if there are any deviations from the norms in which the child is comfortable to develop, then a signal “I feel bad” may arise - this is how neurosis arises. Thus, the child’s psyche occupies any comfortable place within the matrix, where there is enough space for the development of individual, group and other characteristics of the child that do not violate the general cultural archetype.

IN Lately There are many more children with the disease “neurosis”. These are not necessarily children from disadvantaged or low-income families, where social indicators play an important role, but many children with such problems appeared among fairly wealthy families. For example, in Russia at the moment there are 40% of children with neurological diseases, in the future this may affect the health of the entire nation.

It’s not a very attractive prospect, but there is a way out of this situation; to do this, you don’t need to go into “conflict” with the child’s genetic memory, preventing it from fulfilling its purpose. It would be more correct to guide and encourage memory, and this does not require much - only knowledge of the native language, which is absorbed with mother's milk.

The native language is primarily responsible for how the human soul is structured and how the national spirit is formed. Due to the divine essence and the influence of the highest essence of language, the spirit of the people is formed.

The word is a gift from above, the word contains meaning, the word can “kill”, or you can put it on a pedestal, the word conveys emotions, thoughts, words teach life and faith. God gave powerful strength to humanity, wealth, which he provided through the means of words. But these are not words that are used every moment, but at the same time do not carry a deep meaning. We are talking about words that live in mother’s lullabies, grandmother’s fairy tales and stories, grandfather’s jokes and sayings, in songs and wisdom that came to us from our ancestors. Only these words can unite people and turn people into a people with a common genetic memory.

Genetic memory of honey - myth or truth?

Since we have already touched on the topic of genetic memory, I would like to talk about a question that recently appeared on the Internet: “Does honey have genetic memory?” Let's find out...

The idea is that if you drop honey on a plate, and then drop spring water onto the honey, you will see a pattern in the form of perfect hexagons, very similar to a honeycomb. Many say that this is how honey remembers its native home- honeycomb, and takes the same arrangement in which it was there, that is, honey has a genetic memory. Such “magic” is shown in large apiaries in order to attract more attention to the product. The honey and water trick is used as a marketing ploy, and it should be noted that it is quite successful. However, this “trick” can be fully explained from a scientific point of view.

In physics, there is such a thing as a Rayleigh-Benard cell - these are structural compounds that, under certain conditions, such as heat supply and the liquid being in a strictly horizontal plane, where heat is supplied from below, form hexagonal structures that are very similar to honeycombs. For example, even if we heat oil and not honey, the Benard grid, that is, a honeycomb, will also be visible in it. So genetic memory has nothing to do with the formation of honeycomb-like hexagons.

As for testing honey for naturalness, this is actually not the most the best way for diagnostics. After all, even if you feed the bees sugar, they will still process it and then seal it into honeycombs, as they do with natural honey. Therefore, this “demonstration performance” should not be taken as a truthful determination of the naturalness of honey. At the same time, Benard cells form these hexagons even from the so-called “natural honey”. The peculiarity of bee honey and its products is that they have a composition that is beneficial for our body, helps boost immunity and promotes a speedy recovery.

The secret power of genes - What is hidden in our genes? (ancestral-genetic memory of ancestors)

rice. 2

This option corresponds to the case when the original begins to evolve from the Present to the Past. The original, according to the information “traces” it has of its internal structure and “back "When decaying, it revives one or several particles from which the original was once synthesized. At the same time, the energy of the "bone" of the original is distributed among the newly born particles. If these particles are stable, then the decay process will stop. Otherwise, a new one, an unstable particle of the original, decaying, will cause a new “wave” formation of particles according to information “traces” characterizing the internal structure of the decaying particle. When the flow of decay ends, we will get two fish bones. One will characterize the original, and the second will be its mirror imprint, reflecting information “traces” of the internal structure of the corresponding “bone”. From this tree of the decay of one particle, which characterizes its rebirth in “former lives,” follows one important conclusion that each “particle” remembers all its past “lives”. Another important consequence , which can be done is that if the same particle at the moment of decay has different energy, then the tree of its decays may have a different spatial structure, because the redistribution of the particle’s energy between new born particles can lead to the fact that one or another particle can change its “status”, for example, its stable one can become unstable and cause another wave of decays, or rather, revivals of its “past lives”, characterizing the tree of its genetic memory. Option 2. Synthesis of a “bone” from its image. Let's imagine a situation where we have a certain program that contains the genetic code of the future original, i.e. In recent years, everyone has been talking a lot about the genetic code. But for some reason many associate it only with the combinatorics of alternating its 4 components. In fact, this is only one of the components of the Unified Genetic Code. The other component is determined by the spatial structure formed by the DNA double helix. A complex relationship provides the key to understanding the mechanisms of synthesis of the original from its copies. Thus, it is extremely important to understand that the different energy of the “primary particle”, from which the process of “cell division” begins, can significantly affect the properties of the future original, correcting (mutating) the gene memory of the DNA double helix and revealing the true meaning of the occurrence of mutations. The processes of decay and synthesis (reincarnation and rebirth) of the original can be explained by the figure below.
rice. 3-1 This figure can be explained using the following identity This identity reflects the “market” relationships between the complementary components of gene memory. Additional information about the properties of gene memory can be obtained from the following figure.
rice. 3-2 Taken together, these figures reflect the processes of formation and activation of the original gene memory. Note that the arrows in the figures only symbolize the presence of connections and the principles of symmetry. Therefore, they should not be completely identified with the direction of the processes of formation of gene memory and making copies of them into the original. The picture below gives a more complete picture. It clearly characterizes the multi-level nature of gene memory. From this figure, an attentive reader can see the laws of reflection and their connection with the complex relation ( Difficult attitude). At the first stage, in the process of synthesis of the original, from simple to complex, Fig. 3 -1 (I) , there is a parallel formation of an information “trace” that records the “trajectory” of the synthesis of the original, Fig. 3-1 ( II) . This trajectory, while possessing the properties of the original, is nevertheless characterized fractional values (in fractions of one). Next, the image is copied, Fig. 3-1 ( III).

• The mechanism of gene memory is essentially reminiscent of an algorithm for retrieving and recording information into computer cells using list structures:
• each cell has links back and forth,

reflecting the properties of subshells and shells of the Periodic Table of chemical elements. From this matrix it is immediately clear that

1. The quantitative composition of the subshells both horizontally and vertically of the matrix is ​​the same.

2. Groupings of numbers reflecting the composition of the subshells of the Periodic Table characterize two types of groupings of these subshells. One grouping reflects the grouping by rows, and the other by the columns of the matrix. It is clear from the figure that the shells and subshells in both projections are characterized by the same numerical values, but their sequence turns out to be different.

But this is how it should be, because... the matrix is ​​an “imprint” of the spatial structure (monad crystal) onto a plane, in two projections orthogonal to each other.

In this case, the main diagonal of the matrix is ​​the sum of all numbers horizontally and vertically.

is provided "as is"."Imagine a body (fractal) made up of a combination of “cubes”. Each cube is a cell wildlife, is attached to others according to a certain algorithm, and forms a body (of thinking). For example, certain part brain, functionally allocated for the procedure of thinking ( frontal lobe
, temporal lobe, etc.). The cubes are unusual, but they allow only force (energy) in the form of. ( * - biochemical cold plasma? ) Does modern science know about this concept?As soon as the plasma density inside the “cube” reaches its limit, its shell is rearranged and begins to transmit energy plasma in the highest density of ionized biological (biochemical) energy. In the center of the cubes, there is a point of ionized plasma, for each such layer or volume,* having the property of attachment.( this is the point at which 8 and 9 merge together - the Great Limit) The amount of plasma is determined by the biocell itself, for which it is a material for recording actions and other thinking procedures. In other words, it is a medium for recording into the cell’s memory its transformations and transformative actions in the body.
Now, let's take a bioenergetic connection (wire, cable) and draw it between every living biocomputer of nature through the central connecting point (chakra) and connect all these cells into a single network of thinking. It will be possible to allocate part of the thinking bodies to the most general procedures, which may be responsible for controlling other functions in accordance with the nerve fibers attached to this body. The free part regulates thinking on the multifunctional task of movement and memory procedures with its distribution among the bodies of thinking. Another part is intended for analysis of internal and external receptors of the body and from external analyzers external environment, vision, etc.
So we got two main parts of thinkingand the beginning of organizing its procedures. Biological network by the connection of cells with neurons and the contact of membranes And energy inside the cells of thinking with attachment chakra-by-chakra in the center of the cells in the form of a network of Elementary Organic Carriers - Aeons of thinking.
But this structure does not provide sufficient redundancy. Therefore, the body of thought of the plasma structure is recreated orthinking plasmoid.
Silanov saw such plasmoids during his research and displayed photos of these structures on his website.
The plasmoid is modulated by a copy of the internal network along the thinking body complex of the brain and is attached by flexible connections to the thinking body of the main thinking organ. Here is the Guardian Angel of this part of the thinking organ, invisibly inaudibly “attached” to the thinking body, which is essentially an energy reserve for a copy of the main thinking organ and its reflected memory in the process of life. So, the main cells are called in biology by the name of the organ of thinking (see. brain structure), the energy bodies of thinking reflect the cell and record the dynamics of life cell by cell and are called, double-cell.The body that reflects the double-body according to the totality of double-cells of a given physiological organ of thinking is the Angel (Guardian) of this body of thinking (organ of thinking), orreserve double-body thinking. The connection between the plasmoid and the organ is organized in the pseudomagnetic region (something between a magnetic field and an electric one, which was previously called magnetite body reproduction in place of the dead cell.
Here is the simplest image of the bodies of thinking in the physiology of thinking, an area visible and invisible to people.
To remember the hierarchy of connecting bodies of thought, it is enough to remember the Bible and the Hierarchy of the Highest Hierarchs (Entities). In the center is the Man Himself. Left. Angel of the left Hand, and the physiological reflection is the body of thought - the left lobe of the brain.
Identical, Angel of the Right Hand. And so on. Somewhere he will find the Archangels, the Archangel and other apostles. All Angels, having separated from the connections with the brain of their individual people, retained in their relationships the common Hierarchy of bodies of thought in man. The one that had a double body of thinking in the reserve organ.".